ISRRT_COVID-19_book

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I have served as a previous president of the Society of Radiographers of South Africa. My research interest is focused on radiation protection training and assessment. Mr Gareth Thomas FCR (Fellow of the College of Radiographers), MSc. (Master of Science (Radiography), BSc. (Bachelors in Science with Honours) PgCUTL (Post Graduate Certificate in University Teaching and Learning), FHEA (Fellow of the Higher Education Academy) I qualified as a Radiographer in 2000 and in 2005 to date I held the role as a Clinical Lecturer and Academic Lecturer at Cardiff University, U. K. In addition to Radiography education, I was President of the College of Radiographers (2017-18) - global leading organisation for Imaging and Oncology where I was fortunate to gain extensive knowledge of clinical radiography and professional policy. Past President of the Society & College of Radiographers and currently the organisation’s International Representative. I’m currently a Lecturer at the School of Healthcare Sciences at Cardiff University teaching on both undergraduate and postgraduate programmes within Diagnostic Radiography. With a unique role as an Academic and Clinical lecturer I have been witness to the role Diagnostic Radiographers on the front line during the COVID-19 pandemic from both a clinical and educational perspective. Thomasg19@cardiff.ac.uk Twitter @garthomas78 ResearchGate: https://www.researchgate.net/profile/Gareth-Thomas-11 239
Dr Riaan van de Venter PhD (Doctor of Radiography); Master of Technology: Radiography (research); Postgraduate Diploma in Tertiary Education I am a lecturer and research associate in the Department of Radiography at the Nelson Mandela University in South Africa. My main research interests pertain to professional development and education, gender studies (LGBTQIA+ related), trauma, death, role extension and advanced practice, as well as affective learning. I was motivated to contribute to this e-book to share the lessons I have learnt during the coronavirus pandemic so that others can have some practical examples to enhance student engagement in the digital teaching and learning space. Gerhardus George Visser Koch Degree of Master in Health Sciences: Radiography (Diagnostic); Postgraduate Diploma in Tertiary Education; Professional Certificate in Computerised Tomography. I am a full-time Diagnostic Radiography lecturer at the Cape Peninsula University of Technology, located in the Western Cape Province of South Africa. I am involved at the undergraduate and postgraduate levels, supervising Master’s Degree research projects within Radiography. I am also involved in curriculum development with the notion of professional role extension. I have a keen interest in artificial intelligence and radiation dose tracking. This has led me to enrol for a Doctor of Radiography qualification. Needless to say, the coronavirus pandemic greatly impacted all of our lives, but with all the challenges, I feel that I have grown substantially, in both my personal and professional life. I chose to partner up and share my experiences from an educator’s perspective for the eBook, with the intention that it could provide a little bit of hope and motivation for my peers around the world. I would like to leave you with the following quote, authored by Nelson Mandela: “Education is the most powerful weapon which you can use to change the world”. I live by this quotation, and I have incorporated this belief into my daily practice, using the student-centred, teaching and learning approach. ORCID: https://orcid.org/0000-0003-2699-2143 240
Page 1 and 2:
Reflections on the COVID-19 pandemi
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Editors Peter Hogg Emeritus Profess
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As ISRRT President and on behalf of
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Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
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image having been already published
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6. If you have used any personal de
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Impact of COVID-19 pandemic on radi
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additional beds, in addition to dis
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Chest Computed Tomography Chest CT
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with COVID-19 patients means high r
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Researching in a pandemic - a non-s
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Clough, Sanders, 2021 Clinical A no
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Figure 1. Experimental set-up of th
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13. Lewis, S. and F. Mulla, Diagnos
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The main topics of the focus group
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Figure 2: Mind map demonstrating ph
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The mind maps suggested 3 main topi
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Also: “I think they've done a goo
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(PPE) was common. Students noted a
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finding is also consistent with the
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References 1. Kolb D. Experiential
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20. Office of the Independent Adjud
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affected physical meetings, trainin
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The implications The convenience of
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The final implication is the inabil
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5. Verma, A., Verma, S., Garg, P. e
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ased on the practice and reflection
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INSTRUCTIONS: Quality Control Test
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Figure 3: Radiography bachelor’s
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adiologic technologists in our comm
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workers imaging and treating patien
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all the educational institutes, inc
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to continue their academic activiti
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dealing with the intricacies of suc
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Knowing what we know now, how might
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the virus if adequate steps are not
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COVID-19 Pandemic Preparedness: Rol
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imaging examinations or interventio
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Mobilisation of medical imaging per
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Radiographers preparing self-made f
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Reflections: Key learnings during p
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What’s next? A year and a half in
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Patient experience (a radiographer
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My relief and improvement were shor
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Hope Hafsa Tareq Momoniat Reminisci
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environment I was used to working i
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Today was the first time that I was
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Postscript After I agreed to write
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knowledge in the class. This strate
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clinical education for the medical
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Student experiences An undergraduat
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perspectives and shared best practi
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times. The only downside was that t
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pronounced restrictions and indicat
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Challenges experienced by lecturers
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data, they need to register their m
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The rise of the isolation society a
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Teaching during COVID-19 can be des
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queries and not communicating with
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also caused great concern. This led
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Staying‐home kids, tele‐educati
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and treatment of patients in most c
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9. World Health Organization. COVID
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across Ontario. When the first wave
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due primarily to the resurgence in
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other radiation therapy clinical si
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online or via pre-recorded videos.
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they were given appreciation gift p
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procedures that students could perf
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4. Yepes-Rios M, Dudek N, Duboyce R
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supported to ensure functionality w
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level therapist. The treatment plan
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used VERT for online before, facult
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How my professional role has change
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To add perspective, a 3 rd year stu
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was an intimidating process. This i
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Educator Perspectives on Delivery o
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Engaging Disengaged Learners Engage
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Final Thoughts Necessity is the mot
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Figure 1 Subheading: My first paint
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Figure 2 My interpretation of the h
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Figure 3. Variety of work taken fro
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Figure 5. COVID-19 chest cover of I
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adiograph and the virus SARS-CoV-2
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9. Christine A. Price, Women and re
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precise) and having a general chitc
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athroom to have a shower and wash m
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layer and layer of documentation, c
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Rationale Historically patients wit
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initiative there is current discuss
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The enabling factors which led to t
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and she agreed I could do it. Next,
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Page 194 and 195: Shifting to online learning and stu
Page 196 and 197: also played a huge part in the educ
Page 198 and 199: session to say ‘good-bye’. This
Page 200 and 201: level playing field among students
Page 202 and 203: exposed as students had to search f
Page 204 and 205: Embarking on on-line teaching and l
Page 206 and 207: of examinations or procedures as li
Page 208 and 209: tremendously by having electronic c
Page 210 and 211: Challenges that impacted effective
Page 212 and 213: community of peer-to-peer learning
Page 214 and 215: Lessons learnt and personal experie
Page 216 and 217: A member states that the group admi
Page 218 and 219: One international member reports
Page 220 and 221: Radiography Education during the CO
Page 222 and 223: esearch has been undertaken to unde
Page 224 and 225: Author Biographies Azizah Mohamed A
Page 226 and 227: during the pandemic. We may have st
Page 228 and 229: John Mark De Vera Bachelor of Scien
Page 230 and 231: now I am based in Ireland teaching
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Page 234 and 235: Dr Mable Kekana Bachelor’s degree
Page 236 and 237: Kleanthis Konstantinidis Bachelor o
Page 238 and 239: Hafsa Tareq Momoniat Postgraduate C
Page 240 and 241: Leicestershire. I review for Radiog
Page 244 and 245: Beth L. Weber Masters in Public Hea
Page 246 and 247: and am interested in investigating
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